What Would Industry Like to See Covered in the Capstone Design Course?
Bibliographic record
Abstract
I. Abstract The senior level capstone design course should be conducted like a realistic conceptual design study in industry. This means an RFP, design reviews, students working in small IPT groups (4-5 people working as an integrated product team) with the opportunity to embrace a realistic open ended problem and operate as an engineering team. The course should be at least two semesters in duration to provide opportunities for a thorough understanding of the design process and time for design iterations. Finally, the essence of realism is in the results – the students must make realistic design estimates throughout the design study and be expected to make engineering decisions and execute them. During the initial phases of the design analysis, students should be required to use back of the envelope (BOE) analysis to develop an intuitive feel for the results and to eliminate dependence on the computer. It is especially discouraging to see students base their entire design effort on design estimates that are wrong. They must be taught to do a “sanity check” on every estimate they make. Handbook methods, coupled with sanity checks using historical data, should form the basis of early vehicle sizing during the first months of the design course. Emphasis must also be placed on the general arrangement of the configuration. University curricula are structured almost exclusively around analysis and not on engineering design. By the time students reach their senior year, most of them do not have a grasp on practical aircraft design. Time should be spent using hand drawing techniques to quickly trade different aircraft configuration arrangements. Hand drawing is essential so that students are not limited by varying degrees of CAD proficiency. Once students have mastered basic sizing and configuration layout principles, more sophisticated analysis methods can be brought to bear but should be limited to those that provide quick turnaround (i.e. vortex lattice tools and not full blown CFD). When it is clear that the student is generating realistic design data the student should conduct parametric trade studies to size the concepts to requirements and determine the sensitivity of the design to changes in the design parameters, mission
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".